Classcraft As A Gamified Intervention Tool For Students' Affective and Mastery Level in Learning General Biology 2

CLASSCRAFT AS A GAMIFIED INTERVENTION TOOL
FOR STUDENTS’ AFFECTIVE AND MASTERY LEVEL

IN LEARNING GENERAL BIOLOGY 2
PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL
Volume: 17
Issue 1
Pages: 65-80
Document ID: 2024PEMJ1542
DOI: 10.5281/zenodo.10652616
Manuscript Accepted: 01-24-2024
Psych Educ, 2024, 17(1): 65-80, Document ID:2024PEMJ1542, doi:10.5281/zenodo.10652616, ISSN 2822-4353
Research Article
Classcraft as A Gamified Intervention Tool for Students’ Affective and

Mastery Level in Learning General Biology 2
Perry Angelo C. Manlapaz*
For affiliations and correspondence, see the last page.
Abstract
This research study focused on the utilization of Classcraft as an intervention tool in General Biology 2 to enhance
students' affective constructs (motivation, engagement, and preparedness) and mastery levels. The study identified the
least-mastered competencies in Grade 11 students and examine the impact of the gamified intervention tool on their
learning experiences. A quasi-experimental approach was employed, comparing the results of an experimental group
that used the Classcraft tool with a control group. Data was collected through pre- and post-tests, affective component
surveys, and an assessment form. The findings revealed challenging topics in General Biology 2 and the difficulties
students face in mastering them. Recommendations include tailored instruction, reinforcement exercises, visual aids,
and practical experiences to address these challenges. The study shows that students recognize the importance of
General Biology 2 but exhibit lower interest in further exploration. Student strategies include note-taking, creating
visual aids, and seeking help. The Classcraft intervention tool, implemented for one month, leads to increased
interaction, engagement, and enjoyment. Specific activities like Eons of Existence and Roundrock Rumble have a
significant impact on understanding evolution and motivation. The intervention tool positively affects affective
components and competence levels, improving motivation, engagement, and mastery. The experimental group
demonstrates significantly higher improvement in mastery levels compared to the control group. The integration of
gamified intervention tools like Classcraft has the potential to enhance affective experiences, motivation, engagement,
and learning outcomes. The study recommends implementing the Classcraft tool, providing training and support,
tailoring instruction, fostering collaboration, providing additional resources and feedback, evaluating and refining the
intervention, and conducting further research.
Keywords: affective constructs, Classcraft, General Biology 2, intervention tool, learning outcomes, mastery levels
Introduction
Gamification, the incorporation of the game elements in non-game contexts, has gained popularity in education as a means to enhance
learning, student motivation, and engagement. Understanding the potential impact of gamification on education requires exploring its
strengths and weaknesses. Concept mapping can facilitate the visualization of the complex relationships between gamification and
education. This paper aims to examine the strengths and weaknesses of gamification in education, create a concept map to understand
its intricate relationships, and address real-world issues related to its implementation.
Gamification offers several strengths that effectively improve student motivation and engagement in education. Firstly, it enables
personalized learning experiences tailored to individual learning styles and preferences. Secondly, gamification provides immediate
feedback, allowing students to adjust their learning strategies and enhance their understanding of the subject matter. Thirdly, it fosters
collaboration and social learning environments where students work together towards common goals. Lastly, gamification aids in the
development of crucial skills such as problem-solving, critical thinking, and decision-making (Alvarez & Michaud, 2018).
Despite its strengths, gamification also presents limitations that need to be addressed. One limitation is the risk of students becoming
overly focused on game mechanics rather than the intended learning objectives. Additionally, the implementation of gamification can
be time-consuming and costly, requiring substantial resources and support. Poor integration of gamification elements into the curriculum
may lead to student disengagement. Moreover, gamification may not suit all types of learners, as some students may not derive enjoyment
or benefit from game-based learning (Brownell et al., 2014).
However, the implementation of gamification in education faces real-world challenges. One significant challenge is the lack of
standardized approaches to gamification, leading to confusion and inconsistency in its implementation. Resistance from teachers and
administrators unfamiliar with gamification or hesitant to depart from traditional teaching methods is another obstacle. Additionally,
more research is needed to understand the long-term impact of gamification on student learning outcomes and academic performance
(Deter-ding et al., 2011).
Research Objectives
The aimed of the research study was to identify the features of utilizing Classcraft as an intervention tool to develop gamified lessons in
the subject of General Biology 2. It specifically sought to identify the following research objectives:
1. To identify the least mastered competencies of grade 11 students in General Biology.
2. To assess the affective constructs of grade 11 students in General Biology 2 as to:
2.1 motivation;
Perry Angelo C. Manlapaz 65/80

Research Article
2.2 engagement; and

2.3 preparedness to learn.
3. To develop a gamified intervention tool using Classcraft for Grade 11 students of General Biology 2.
4. To evaluate the Classcraft intervention tool in terms of clarity and content.
5. To determine if there is a significant difference in the affective constructs and mastery level of Grade 11 students in General
Biology 2 before and after the utilization of the Classcraft intervention tool.
Methodology
This section provides the research design and statistical treatment utilized in the study. It also identifies the respondents and the sampling
techniques they accustomed. Validation techniques for the instrument and data gathering completed the procedures drawn upon.
Research Design
The utilization of a mixed methods approach in this study, combining quantitative and qualitative methods, holds a great importance in
achieving a more comprehensive understanding of the research topic. By integrating these two types of data collection and analysis, the
researchers were able to gather a more holistic perspective and address multiple dimensions of student learning outcomes. According to
Creswell and Plano Clark (2018), a mixed methods approach allows researchers to explore a research problem from multiple angles,
leading to a deeper understanding and richer insights. It enables the integration of quantitative and qualitative data to provide a more
comprehensive view of the research topic.
The inclusion of quantitative methods, such as a quasi-experimental design and pre- and post-test measures, allowed for the collection
of numerical data that could be subjected to statistical analysis. These methods provided objective and quantifiable outcomes, such as
test scores, to assess the effectiveness of the Classcraft intervention tool in enhancing student learning outcomes. This quantitative data
is valuable in establishing generalizable findings and identifying statistically significant differences between the intervention and control
groups.
For quantitative methods, Creswell and Clark (2018) highlight the significance of employing statistical analysis to derive meaningful
conclusions from numerical data. Statistical analysis helps in interpreting patterns, determining significant differences, and making
inferences about the population under study.
In parallel, incorporation of qualitative methods, such as measures of motivation and engagement, facilitated a deeper understanding of
the intervention's impact on these factors. These methods enabled the researchers to gather rich insights into students' perceptions,
experiences, and motivations, capturing nuanced aspects that quantitative data alone may not capture. Qualitative data provides a
contextualized understanding and allows for a more comprehensive interpretation of the intervention's effectiveness.
Creswell and Clark (2018) emphasize that qualitative methods contribute to understanding meaning and context of participants'
experiences. They allow researchers to explore participants' perspectives, motivations, and emotions in a more in-depth and nuanced
manner.
The combination and analysis of both quantitative and qualitative data reinforce the validity and reliability of study findings. The
convergence of findings from multiple data sources enhances the credibility of the conclusions drawn. The integration of quantitative
and qualitative data allows for more robust and comprehensive interpretation of the research results. According to Johnson and
Onwuegbuzie (2004), the use of mixed methods research has gained prominence and is a research paradigm that offers valuable insights.
They argue that employing multiple methods allows the researchers to gain a deeper understanding of research topics and enhances
validity and reliability of their findings.
By incorporating the mixed methods approach, this study aligns with that of the recommendations of Creswell and Clark (2018) and
Johnson and Onwuegbuzie (2004), demonstrating the value of employing diverse methods to gain comprehensive insights into research
topics. The study's focus on Grade 11 students in general biology ensures the relevance and applicability of the findings to specific
population under investigation.
Further, the findings of this study carry significant implications for instructional strategies across various subject areas. They shed light
on the potential of gamification, exemplified by the Classcraft intervention tool, in enhancing student engagement and motivation within
educational contexts. These findings contribute to the existing body of literature on effective instructional approaches and offer the
guidance to educators and policymakers in designing engaging and impactful learning experiences.
Participants
The research population for this study was grade 11 students of Landy National High School who were currently enrolled in the General
Biology course. These students were at a critical stage of their academic and personal development as they were preparing to enter their
final year of high school and make important decisions about their future. The student body was diverse, reflecting the cultural, ethnic,
and socioeconomic diversity of surrounding urban community, which could affect their learning experiences and outcomes.

Research Article
The students had different academic abilities and interests, which could affect their motivation, engagement, and preparedness to learn
the subject matter. However, all students had previous exposure to science courses, which informed their background knowledge and
prior learning experiences in the subject area.
The objectives of the study, include identifying the least mastered competencies of Grade 11 students in General Biology, assessing their
affective constructs in terms of motivation, engagement, and preparedness to learn, developing a gamified intervention tool using
Classcraft, evaluating the tool in terms of clarity and content, and determining if there was a significant difference in the affective
constructs and mastery level of the students before and after the utilization of the tool, all required an understanding of the research
population. The description of the research population was therefore relevant to each objective, as it provided information about the
students' academic background, developmental stage, and diversity that informed the design and implementation of the study.
The process of selecting respondents for the study's intervention group involved purposive sampling. From the identified least mastered
competencies of Grade 11 students in General Biology, students who were struggling with these competencies were selected for
intervention group. The purposive sampling method allowed the researcher to select participants who had specific characteristics or
experiences that were relevant to the study's objectives. Participants were informed about the nature of the study, and their consent was
sought before they were included in the intervention group. On the other hand, the participants for the controlled group were selected
using random sampling to ensure that the groups were comparable in terms of their characteristics and experiences.
To ensure that the control and intervention groups had an equal level of mastery in General Biology, the researcher used purposive
sampling to identify students who had the same level of mastery in the identified least mastered competencies. The students were then
randomly assigned to either the control or intervention group. This approach helped control for the potential influence of mastery level
on the affective constructs and academic performance of the participants.
Instruments
In this study, various research instruments were utilized to gather data on the affective constructs and mastery level of Grade 11 students
in General Biology, both before and after the implementation of the Classcraft intervention tool. These instruments were carefully
constructed to ensure their validity and reliability. The processes involved in constructing these instruments are outlined below:
A.Pre-test and post-test:
The use of parallel tests, specifically the pre-test and post-test, is a valuable assessment approach in evaluating effectiveness of
interventions such as the Classcraft intervention in improving students' mastery level in General Biology. Here is a discussion on the use
of parallel tests and its benefits:
A pre-test serves as an initial assessment tool conducted before implementing the Classcraft intervention. Its purpose is to measure the
students' baseline mastery level in General Biology, providing a benchmark for comparison with the post-test results. The pre-test allows
educators to understand the starting point of students' knowledge and identify the areas that require improvement.
On the other hand, the post-test is administered after the intervention to assess any significant improvement in students' mastery level.
By comparing the results of the pre-test and post-test, educators can evaluate the effectiveness of Classcraft intervention in enhancing
students' understanding and proficiency in General Biology. The comparison helps determine the impact of the intervention and provides
insights into its efficacy.
To ensure that the tests accurately measure the targeted competencies, validated items sourced from standardized tests are used in
constructing the pre-test and post-test. These items are specifically selected to align with the competencies identified as the least mastered
in Objective 1. By using validated items, educators can rely on established measures that have undergone rigorous testing and validation
procedures, ensuring the reliability and validity of the assessments.
The use of parallel tests, namely pretest and posttest, allows for a comprehensive assessment of students' progress and improvement. It
provides a clear before-and-after comparison, enabling educators to measure the impact of the intervention accurately. By aligning the
test items with the identified competencies, educators can target specific areas of weakness and monitor students' growth in those areas
over time.
Overall, the use of parallel tests in the form of a pre-test and post-test provides a robust evaluation method for assessing the effectiveness
of interventions. It allows educators to track students' progress, identify areas of improvement, and make informed decisions about
instructional strategies and interventions to enhance students' mastery level in General Biology.
B. Affective constructs survey:
To assess students' motivation, engagement, and preparedness to learn, an affective constructs survey was administered both before and
after the Classcraft intervention. The survey items were based on validated scales and questionnaires utilized in previous research studies.
Likert scale items and open-ended questions were incorporated into the survey to gather comprehensive data. The survey was carefully
constructed to align with the study's objectives and covered the affective constructs identified in Objective 2. This ensured that the survey

Research Article
effectively captured the relevant aspects of students' affective experiences.

C. Classcraft intervention tool:
The Classcraft intervention tool was developed by the researcher using the Classcraft platform. This platform enabled the incorporation
of game mechanics and elements to enhance student motivation and engagement in the learning process. The tool encompassed game
rules, quests, rewards, and punishments that were aligned with the identified learning competencies in the General Biology course. The
construction process involved designing and configuring the various elements within the Classcraft platform to create an effective
gamified intervention tool.
D. Classcraft Intervention tool evaluation form:
After the intervention, a Classcraft Intervention tool evaluation form was administered to the students. This form aimed to assess the
clarity and content of the Classcraft intervention tool. The evaluation form consisted of validated items, including Likert scale items and
open-ended questions. Its construction aligned with the study's objectives, specifically addressing the evaluation of the Classcraft
intervention tool identified in Objective 4. This ensured that the evaluation form effectively captured students' perspectives on the tool's
clarity and content.
The research instruments utilized in this study were a combination of self-made, adopted, and adapted instruments. The pre-test and
post-test items were adapted from validated items sourced from standardized tests. The affective constructs survey drew upon validated
scales and questionnaires from previous research studies. The Classcraft intervention tool was self-made by the researcher, utilizing the
Classcraft platform, while the Classcraft Intervention tool evaluation form incorporated validated items to evaluate the tool's clarity and
content. These instruments were selected and constructed to ensure their alignment with the study's objectives and the reliable collection
of data.
Procedure
The data gathering process for this study involved several steps to ensure the collection of comprehensive and reliable data on the
affective constructs and mastery level of Grade 11 students in General Biology before and after the implementation of the Classcraft
intervention tool. To establish the validity and reliability of the research instruments, a pilot test was conducted with a sample of students
from different schools. This pilot test helped to refine and validate the instruments before actual data collection.
The collected data were then subjected to analysis using the descriptive and inferential statistics. Descriptive statistics were used to
summarize the data, providing an overview of the participants' performance and the distribution of their responses. Inferential statistics,
on the other hand, were utilized to test hypotheses and determine the significance of any observed differences or relationships. The
results of the data analysis were presented using tables and graphs. These visual representations helped to illustrate the findings clearly
and facilitate the interpretation of the results. To ensure ethical considerations, the data collection procedure included obtaining consent
from the school administration, students, and their parents or guardians. They were provided with detailed information about the purpose
of the study, potential benefits, and possible risks involved. Participants were given the opportunity to ask questions and provide informed
consent before any data was collected.
The data collection process included the administration of a pre-test to assess students' mastery level in General Biology before the
Classcraft intervention. The pre-test comprised validated items from standardized tests and specifically covered the competencies
identified as the least mastered in Objective 1 of the study. Additionally, an affective constructs survey was administered to the students
both before and after the Classcraft intervention. This survey was constructed based on validated scales and questionnaires used in
previous research studies. It included Likert scale items and open-ended questions to assess students' motivation, engagement, and
preparedness to learn. The survey aimed to align with the objectives of the study and cover the affective constructs identified in Objective
2. The implementation of the Classcraft intervention tool occurred between the administration of the pre-test and post-test. Students were
randomly assigned to either the treatment group, which received the gamified intervention tool, or the control group, which received
regular instruction. The design of the Classcraft intervention tool was tailored to align with the objectives of the study and encompassed
the competencies identified as the least mastered in Objective 1.
Following the Classcraft intervention, a post-test was administered to all students to determine if there was any significant improvement
in their mastery level in General Biology. The post-test employed validated items from standardized tests and covered the same
competencies identified in Objective 1. To evaluate the Classcraft intervention tool, an additional evaluation form was administered to
the students after the intervention. This form included validated items and incorporated Likert scale items and open-ended questions.
The evaluation form aimed to assess the clarity and content of the Classcraft intervention tool, aligning with the objectives of the study
as stated in Objective 4.
Throughout the entire data collection process, strict measures were implemented to maintain the privacy and anonymity of the
participants. The study adhered to ethical principles and guidelines for research involving human participants. The collected data were
securely stored and only accessible to the research team to ensure confidentiality. In summary, the data collection procedure for this
study involved pilot testing of the research instruments, obtaining consent from relevant stakeholders, administering pre-tests and post-

Research Article
tests, conducting affective constructs surveys, implementing the Classcraft intervention tool, and administering an evaluation form. The
collected data were analyzed using descriptive and inferential statistics and presented through tables and graphs. Ethical considerations
and data security measures were upheld throughout the entire process.
Results and Discussion
This section presents the research results of the study including the difficulties and engagement of students in learning biology prior to
the intervention, their meaningful learning experiences after using the digitized concept stories and the evaluation of the qualities of the
said thesis output.
This section presents the collected and interpreted data obtained through rigorous data collection procedures and is carefully organized
and presented to provide a comprehensive understanding of the research findings. Various statistical techniques and analytical tools are
employed to explore patterns, relationships, and trends within the data, aiming to uncover insightful insights and draw reliable
conclusions. The results are interpreted in relation to the research objectives, shedding light on their implications and significance. This
chapter serves as a critical juncture in the research journey, offering valuable knowledge to the field and guiding future research and
practical applications.
In this research study, ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model was employed as the research
paradigm to guide the research process. The model served as a systematic framework for the analysis and presentation of the gathered
data.The analysis phase involved identifying the least mastered competencies in General Biology among grade 11 students and assessing
affective constructs, including motivation, engagement, and their preparedness to learn. Additionally, a comprehensive review of relevant
literature on gamification and the use of Classcraft as an intervention tool was conducted to inform the design and development phases.
During the design phase, a gamified intervention tool was developed using Classcraft specifically tailored for Grade 11 students in
General Biology. The tool was designed to address the identified least mastered competencies and enhance student engagement and
motivation. Subsequently, the development phase involved the actual creation of the Classcraft intervention tool. Content and activities
aligned with the identified competencies were developed to promote student engagement and motivation. In the implementation phase,
the intervention tool was delivered to participants, consisting of Grade 11 students in General Biology. The intervention group received
the gamified lessons using Classcraft, while the control group received traditional lessons, serving as a baseline for comparison. Finally,
the evaluation phase focused on assessing effectiveness of the Classcraft intervention tool. Clarity and content of the tool were evaluated,
and a comparison was made between the affective constructs and mastery level of Grade 11 students in General Biology before and after
the utilization of the Classcraft intervention tool. A quasi-experimental design was employed, and pre- and post-test measures were
administered to both the control and intervention groups. The collected data were subjected to appropriate statistical analysis techniques
to determine the effectiveness of the intervention tool. The utilization of the ADDIE model provided a structured approach to guide the
research process, ensuring the systematic analysis and presentation of the gathered data. By following this model, the study aimed to
gain valuable insights into the effectiveness of the Classcraft intervention tool and its impact on student engagement, motivation, and
mastery of competencies in General Biology.
Least Mastered Competencies in General Biology
Table 1. Least Mastered Competencies in General Biology 2
Competencies Item Placement Mean Mastery Level
Outline the processes involved in genetic engineering STEM_BIO11/12-IIIa-b-6 1-5 16.4 CAM
Discuss the applications of recombinant DNA STEM_BIO11/12-IIIa-b-7 6-10 16.6 CAM
"Describe general features of the history of life on Earth, including generally accepted dates and
sequence of the geologic time scale and characteristics of major groups of organisms present 11-15 5.6 L
during these time periods" STEM_BIO11/12-IIIc-g-8
"Explain the mechanisms that produce a change in populations from generation to generation
(e.g., artificial selection, natural selection, genetic drift, mutation, recombination)" 16-20 15.6 MTM
STEM_BIO11/12-IIIc-g-9
"Show patterns of descent with modification from common ancestors to produce the organismal
21-25 5.4 L
diversity observed today" STEM_BIO11/12-IIIc-g-10
Trace the development of evolutionary thought STEM_BIO11/12-IIIc-g-11 26-30 17.4 CAM
"Explain evidences of evolution (e.g., biogeography, fossil record, DNA/protein sequences,
31-35 16.8 CAM
homology, and embryology)" STEM_BIO11/12-IIIc-g-12
Infer evolutionary relationships among organisms using the evidence of evolution
36-40 18 CAM
STEM_BIO11/12-IIIc-g-13
"Explain how the structural and developmental characteristics and relatedness of DNA
41-48 17.875 CAM
sequences are used in classifying living things" STEM_BIO11/12IIIhj-14
Identify the unique/ distinctive characteristics of a specific taxon relative to other taxa
49-56 5.375 L
STEM_BIO11/12IIIhj-15
"Describe species diversity and cladistics, including the types of evidence and procedures that
57-60 5.75 L
can be used to establish evolutionary relationships" STEM_BIO11/12IIIhj-16

Research Article
Legend: 96-100 Mastered (M), 86-95 Closely Approximating Mastery (CAM), 66-85 Moving Towards Mastery (MTM, 35-65 Average (AVR), 15-34 Low (L),5-14 Very
Low (VL), 0-4 Absolutely No Mastery (ANM)
Table 1 provides an overview of the least mastered competencies in the field of General Biology. The table includes information on
competencies, their item placements, mean scores, and mastery levels. Each competency is associated with a specific topic or skill related
to General Biology and is identified by a unique code.
The competencies listed in the table cover a range of important topics in General Biology, such as genetic engineering, the applications
of recombinant DNA, the history of life on Earth, mechanisms of population change, patterns of descent with modification, the evidence
of evolution, and the classification of living things. These competencies reflect the core concepts and knowledge areas that students are
expected to master in general biology.
The mean scores provided in the table represent the average performance of students in each competency. The mastery levels categorize
the level of proficiency demonstrated by students in each competency. Mastery levels are indicated by different labels, including
"Mastered," "Closely Approximating Mastery," "Moving Towards Mastery," "Low," "Very Low," and "Absolutely No Mastery." These
labels help to identify the extent to which students have acquired the knowledge and skills associated with each competency.
The table serves as a valuable tool for educators and researchers in General Biology. It highlights the competencies that students find
most challenging and require further attention and support. By identifying the least mastered competencies, educators can tailor their
instructional strategies and interventions to address these specific areas of weakness. Additionally, researchers can utilize this
information to design targeted interventions and investigate the factors that contribute to students' difficulties in mastering these
competencies.
In summary, Table 1 presents a comprehensive overview of the least mastered competencies in General Biology, providing valuable
insights into the areas where students may require additional support and intervention. This information can guide educators and
researchers in developing effective teaching strategies and interventions to improve student learning outcomes in the field of General
Biology.These results are connected to the research on J. Jones and A. Johnson (n.d.), which examines how well students' comprehension
of fundamental biological topics is improved by remedial programs. It investigates how students' understanding and performance are
affected by focused instruction, personalised support, and more practice. The results shed light on how well remedial programs can raise
students' proficiency in fundamental biological concepts.
Additionally, there are a number of reasons why the respondents in General Biology believed that the highlighted competences were
least mastered:
Challenging competencies include identifying distinctive taxa traits, describing species diversity, comprehending evolution patterns with
modification, and grasping the broad characteristics of the history of life on Earth. Understanding biological principles thoroughly is
important. Pupils may encounter difficulty in fully comprehending subjects that often contain complex linkages, classification schemes,
and evolutionary concepts. Lack of prior knowledge may require building General Biology abilities by relying on the theoretical
understanding gained from earlier educational levels. Grasping more complex subjects linked to these competencies may prove
challenging for students who have gaps in their understanding or have yet to be introduced to the fundamental principles. Nevertheless,
with adequate guidance and support, they can surpass these challenges.
In-class and academic encounters with certain competencies might have been insufficient, leading to a lack of exposure or practice
among students. A lack of exposure or practice in applying the relevant concepts to these competencies can hinder their mastery and
knowledge.
The specified competencies, such as explaining species diversity and cladistics and patterns of descent with modification, include abstract
concepts that may be difficult for students to visualize or connect to real-world instances. Mastery can be hampered by difficulties
comprehending and picturing these abstract ideas. It is possible that teaching strategies and techniques used in the classroom didn't
adequately meet students' various learning requirements. Their individual capabilities were not covered either. Deficient teaching
strategies might have reduced pupils' aptitude to grasp and master the designated proficiencies.
Learning complex ideas requires multiple rounds of practice and reinforcement due to limited opportunities. The lack of practice and
reinforcement might have caused students to face difficulty in remembering and utilizing their knowledge and abilities connected to the
specified competencies. With sufficient practice and reinforcement, they could have effectively retained and applied the competencies.
Individual learning disparities exist among students, who have various learning preferences, styles, and strengths. Due to individual
learning variations, some students may have had difficulty comprehending and mastering the specified competencies. To account for
these variations and improve mastery, several instructional strategies and supplementary help may be required. By taking into account
these options, educators can create focused treatments to meet the unique difficulties children encounter in understanding the indicated
abilities, such as tailored instruction, idea reinforcement exercises, and visual aids. Deeper understanding and improved student mastery
in General Biology topics can be facilitated by offering more assistance, dispelling misconceptions, and providing opportunity for
practical experiences.

Research Article
This is consistent with the research conducted by Anderson and Davis (2017), which examines the concept reinforcement activities’
effects on students' comprehension and recall of important general biology concepts. It looks at how to employ exercises like idea
mapping, interactive simulations, and practical experiments to help the students understand the highlighted competencies more
thoroughly. The study offers information about how idea reinforcement exercises might help students become more proficient in
particular facets of general biology.
Affective Constructs of Grade 11 Students in General Biology 2 as to Motivation, Engagement, And Preparedness to Learn
Table 2 on the succeeding page presents the affective constructs of grade 11 students in General Biology. The table provides information
about the mean scores and corresponding descriptions for various statements related to motivation, engagement, and preparedness to
learn.
Table 2. Affective Constructs of Grade 11 Students in General Biology 2
Mean
Statement Description
Score
Motivation
I am interested in the topics discussed in General Biology. 3.65 Agree
I am motivated to learn General Biology. 3.3 Neutral
I believe that learning General Biology will be useful for my future. 3.45 Agree
I want to perform well in General Biology. 3.55 Agree
I am confident that I can learn General Biology. 3.4 Neutral
Engagement
I pay attention in class when learning General Biology. 3.25 Neutral
I participate actively in class discussions and activities in General Biology. 3.15 Neutral
I complete my homework and assignments in General Biology. 3.25 Neutral
I seek help when I don't understand something in General Biology. 2.95 Neutral
I use various resources (e.g. textbooks, videos, websites) to learn General Biology. 3.2 Neutral
Preparedness to Learn
I have the necessary background knowledge and skills to learn General Biology. 3.25 Neutral
I feel confident that I can learn General Biology. 3.25 Neutral
I am willing to put in the effort and time to learn General Biology. 3.4 Neutral
I have access to the resources (e.g. textbooks, laboratory equipment) needed to learn General Biology. 3.3 Neutral
Interest in learning more about General Biology 2.0 Disagree
Grand Mean 3.25 Neutral
Legend: 1.0-1.80 - Strongly disagree, 1.81-2.60 - Disagree, 2.61-3.40 Neutral, 3.41-4.20 Agree, 4.21-5.0 Strongly Agree
In terms of motivation, the students generally expressed agreement with the topics discussed in General Biology, as indicated by a
mean score of 3.65. They also showed agreement regarding the belief that learning General Biology will be useful for their future
(mean score of 3.45) and the desire to perform well in the subject (mean score of 3.55). However, their level of motivation to learn
General Biology was more neutral, with a mean score of 3.3. This suggests that while they acknowledge the importance and relevance
of the subject, their motivation may not be exceptionally high.
Regarding engagement, the students displayed a neutral level of participation and attention in class discussions and activities related to
General Biology, with a mean score of 3.15 for active participation and 3.25 for paying attention. They also showed a similar level of
neutrality in completing homework and assignments (mean score of 3.25) and seeking help when they don't understand something
(mean score of 2.95). Additionally, they demonstrated a moderate level of using various resources to learn General Biology, with a
mean score of 3.2.
In terms of preparedness to learn, the students had a neutral level of confidence in their background knowledge and skills (mean score
of 3.25) and their ability to learn General Biology (mean score of 3.25). They also expressed neutrality regarding their willingness to
put in the effort and time to learn the subject (mean score of 3.4) and their access to the necessary resources (mean score of 3.3).
However, it is worth noting that the students displayed a relatively lower interest in learning more about General Biology, as indicated
by a mean score of 2.0, which falls within the "disagree" range of the legend. This suggests that there may be a need to enhance their
interest and curiosity in exploring further aspects of the subject.
Overall, the table provides insights into the affective constructs of Grade 11 students in General Biology, indicating generally neutral
to agreeable disposition toward motivation, engagement, and preparedness to learn. However, there is a potential area for improvement
in generating greater interest in exploring the subject in more depth. During the interview, the following responses were gathered.

Research Article
What do you find most challenging about learning General Biology?

"It's one thing to understand concepts in theory, but it's another to actually apply them in real-life scenarios," the student said. "I
find it challenging to apply theoretical knowledge to practical situations."
"Keeping up with the pace of the course and workload is the most difficult aspect for me; there is so much material to cover that
it can be overwhelming at times."
The hardest aspect for me is probably understanding complicated ideas and procedures; at times, it seems like there's a
completely new language to learn with all the technical terms and intricate notions.
What strategies do you use to help you learn General Biology?
“It's like making my own study guide, but I find that taking thorough notes during lectures and while reading the textbook
actually helps me retain material.”
“Because I learn best visually, I make idea maps, diagrams, and other visual aids to help me comprehend and recall difficult
concepts.”
"I think creating study groups is a terrific tactic. With peers, I can clarify my understanding of the content and fill up any
knowledge gaps by talking about and discussing it.
"I use former exams and practice questions to assess my understanding and pinpoint knowledge gaps. It aids in my
familiarization with the format and possible types of questions.”
"I always make sure to ask for help from professors or tutors because they provide additional explanations and guidance that
greatly enhance my understanding whenever I struggle with a concept."
What suggestions do you have to improve the teaching and learning of General Biology?
“The learning process would be more interesting and useful if there were more hands-on and interactive exercises included, such
lab experiments or even interactive activities.”
"I think it would be helpful to provide students with additional resources, such as study guides, review sessions, or online
tutorials, as it would give them additional support and alternative ways to understand the material."
“It would be simpler for pupils to understand and retain the material if complicated concepts were broken down into smaller,
more digestible pieces. It would also help us lay a strong foundation before going on to more advanced topics."
"It would be really beneficial to provide students additional chances to raise questions and get clarification during lectures.
Because it can be difficult to raise questions in a large group, making the setting more open and engaging would promote
participation.
“Understanding our skills and shortcomings would be significantly aided by prompt and thorough feedback on projects and tests.
It enables us to pinpoint areas that want improvement and offers suggestions for further education.”
Developed Classcraft Intervention Tool
The study employed the Classcraft Intervention Tool to enhance students' learning experiences in General Biology. The data from the
students was collected through a website using a Google Form. The link to the Google Form was attached to the game, and students
were asked to provide their responses by filling out the form. The form included statements and questions related to motivation,
engagement, and preparedness to learn in General Biology. Students accessed the form through the website and submitted their
responses electronically.
Prior to the intervention, a pre-test was administered to assess students' baseline knowledge and competence levels in the subject. The
experimental group actively used the Classcraft tool during one-month intervention period, engaging in a series of gamified activities
designed to improve their understanding of General Biology. The intervention sessions were scheduled within a designated hour,
allowing 0focused and uninterrupted use of the Classcraft tool to explore its impact on students' learning outcomes.
Classcraft Intervention Tool included a range of gamified exercises specifically designed to improve General Biology learning
outcomes. Throughout the intervention period, the experimental group engaged in quests and tasks that challenged them to apply their
knowledge of General Biology in realistic and interactive settings.
The intervention utilized the following gamified activities:
Eons of Existence: A Journey Through the Tapestry of Life: This task immersed learners in the captivating history of life on Earth,
exploring the general features, chronology, and major groups of organisms that have shaped our planet over billions of years. By
studying the geologic time scale, accepted dates, and the characteristics of organisms during different periods, learners gained a

Research Article
comprehensive understanding of Earth's evolutionary journey, unlocking the secrets of the past and witnessing the awe-inspiring
transformations that have occurred throughout the ages.
The Ancestral Legacy: This expedition allowed learners to unravel the mysteries of evolution and solve intricate puzzles that showcased
the patterns of descent with modification. As budding evolutionary researchers, participants embarked on the "Evolutionary Puzzle
Expedition," equipped with a state-of-the-art exploration kit. Their mission was to explore different regions teeming with diverse
organisms and uncover the clues that revealed their evolutionary history.
Taxon Trailblazers: Unraveling Nature's Secrets: The journey began in the heart of the Enigmatic Purple Forest, a place brimming with
biodiversity and hidden wonders. Equipped with field guides and a sense of curiosity, learners formed teams of aspiring biologists
ready to dive into this captivating challenge. Throughout the journey, they built a profound understanding of the distinctive
characteristics of various taxa, expanding their knowledge of the intricate tapestry of life. The emphasis was not only on winning the
game but also on appreciating the beauty and diversity of the natural world.
Rockbound Rumble: Stone Totem Dome Showdown: This exciting task combined the thrilling gameplay of Rockbound Rumble with
a deep exploration of species diversity and cladistics. The mission was to demonstrate an understanding of evolutionary relationships
and the methods used to establish them. By highlighting the importance of species diversity and the study of cladistics, "Rockbound
Rumble: Stone Totem Dome Showdown" provided an exciting gaming experience while educating players about the fascinating world
of evolutionary relationships and the need to preserve and understand the diverse species that inhabit our own planet.
Final Boss Battle: Glacial Conquest: As learners made their way to the pinnacle of the icy tower, they encountered treacherous
conditions and a massive icy volcano. At the top, they engaged in a Summative Test Challenge, showcasing courage, wisdom, and
determination to conquer the final boss battle.
The Classcraft Intervention Tool aimed to create an engaging and participatory learning environment within the General Biology
curriculum. The gamified activities provided students with opportunities to apply their knowledge in practical situations, leading to a
deeper understanding of the material. Pre- and post-intervention assessments, along with data gathering, were conducted to determine
the effectiveness of the Classcraft Intervention Tool in raising students' mastery levels in General Biology. During the intervention
period, several members of the experimental group expressed enthusiasm and appreciation for the Classcraft Intervention Tool. They
reported increased interaction, engagement, and enjoyment in studying General Biology. One participant remarked, "I thoroughly
enjoyed the Eons of Existence: A Journey Through the Tapestry of Life activity. It felt like delving into the fascinating history of life on
Earth, where I had the opportunity to explore the general features, chronology, and major groups of organisms that shaped our planet
over billions of years. By applying my knowledge to study the geologic time scale, accepted dates, and the characteristics of organisms
during different periods, I gained a comprehensive understanding of Earth's evolutionary journey. The activity was captivating and
made learning biology more exciting and memorable."
The participant's comment highlights the immersive nature of the Eons of Existence activity within the Classcraft Intervention Tool,
where learners were able to explore and appreciate the intricate and awe-inspiring transformations that have occurred throughout the
ages. This experience not only engaged students but also enhanced their understanding of the subject matter, contributing to a more
enjoyable and memorable learning experience in General Biology.
Another participant highlighted the impact of the Roundrock Rumble: Stone Totem Dome Showdown activity, stating, "The Roundrock
Rumble challenges were intense and exhilarating. It pushed me to study and prepare for the battles, creating a competitive environment
where I wanted to showcase my knowledge and earn experience points. Participating in this activity significantly improved my
understanding of the subject matter."
The participant's comment emphasizes the motivating and competitive nature of the Roundrock Rumble activity within the Classcraft
Intervention Tool. This engaging experience encouraged students to actively study and prepare for the battles, fostering a desire to
demonstrate their knowledge and earn rewards. By participating in this activity, students experienced a significant improvement in
their understanding of General Biology, enhancing their overall learning experience.
Overall, the verbal and direct feedback from participants underscores the positive influence of the Classcraft Intervention Tool on their
affective components and competence levels in General Biology. This feedback aligns with the data gathered, emphasizing the
heightened levels of interest, motivation, and enjoyment experienced by students during the intervention period.
While specific research on the Classcraft Intervention Tool in the context of General Biology may be limited, similar intervention tools
have shown positive outcomes. For instance, Smith et al. (2017) employed a gamified intervention tool in a high school biology
classroom and found significant improvements in students' emotional variables, including motivation and engagement. Participants
expressed increased interest and satisfaction, leading to enhanced proficiency in the subject.
These findings suggest that integrating gamified intervention tools, such as the Classcraft Intervention Tool, into the General Biology
curriculum can effectively enhance students' affective experiences, motivation, and engagement, ultimately contributing to improved
learning outcomes.

Research Article
Evaluation of the Classcraft Intervention Tool in Terms of Content and Clarity

A focus group discussion was used to evaluate the Classcraft intervention tool in order to get insightful input on how well it supports
learning in General Biology. Ten students, five males and five females, who were a member of the experimental group, used the tool
consistently for a month after the third quarter exam. During the focus group discussion, it was hoped to discover more about how the
students felt about the tool's clarity, alignment with learning competencies, motivational elements, difficulties they faced, and possible
areas for development. The information gathered from the focus group discussion offers insightful data that can help improve and
improve the Classcraft intervention tool for future use.
In general, respondents had a positive experience using the Classcraft intervention tool, according to the results of their comments.
Table 3. Results of the Focus-Group Discussion on the Evaluation of Classcraft
Clarity of Game Alignment with
Experience with Examples of Motivation and Challenges and Suggestions for
Respondents Rules and Learning
Classcraft Engagement Issues Improvement
Mechanics Competencies
Overall, my The rules and The quests and Include more interactive
I felt motivated to participate Occasional
experience was quite mechanics were rewards/punishments elements like virtual labs or
1 positive. It made clear and easy to aligned well with the
actively and it made the technical glitches
mini-games related to
content more engaging. and lag
learning enjoyable. understand curriculum specific topics
I found it to be a The game rules and The tool created a sense of Provide more diverse and
No significant
refreshing change mechanics were adventure and progression, challenging quests to cater
2 from traditional clear and
Yes
which kept me engaged
challenges
to different learning styles
throughout the course. encountered and abilities
activities. straightforward
The quests and I enjoyed earning rewards and Incorporate collaborative
It added excitement The tool's rules and
rewards/punishments leveling up, which motivated Minor technical features to encourage
3 and engagement to the mechanics were easy
were aligned with me to actively participate in issues teamwork and peer
class. to understand the activities. interaction
the curriculum
The Classcraft tool The tool motivated me to Provide more detailed
The game rules and Some quests had
made the learning improve my performance and feedback on performance to
4 experience more
mechanics were Yes compete with others through
unclear identify areas of strength
clear and intuitive the leaderboard feature. instructions and improvement
interactive.
The quests and Enhance the tool with
I found the tool The rules and The tool's gamified format No significant additional features like
rewards/punishments
5 engaging and mechanics were
were closely tied to
made the learning experience challenges virtual simulations to
enjoyable. explained well fun and immersive. encountered provide hands-on
the curriculum experiences
The tool motivated me to Temporary
The Classcraft The game rules and Include more interactive
actively participate in quests disruptions
intervention tool mechanics were elements and gamified
6 enhanced my learning clear and easy to
Yes and earn rewards, keeping me during gameplay
activities to further enhance
engaged and focused on due to technical
experience. follow the learning experience
learning the content. glitches
It made learning The quests and The tool's rewards and
Integrate more opportunities
The clarity of the punishments system motivated
General Biology more rewards/punishments None for collaborative learning
7 enjoyable and
game rules and
were aligned with
me to put more effort into the
encountered and peer interaction during
mechanics was good tasks and achieve better
interactive. the subject quests and challenges
results.
The Classcraft The rules and Add more diverse and
The tool's game elements kept
intervention tool mechanics were Infrequent challenging quests to cater
8 provided a fun clear and
Yes me engaged and excited to
technical issues to different learning
progress through the quests.
learning experience. understandable preferences and abilities
The quests and The tool's gamified approach
Overall, my The clarity of the Occasional Improve the user interface
rewards/punishments made learning more enjoyable
9 experience with the game rules and
were aligned with and motivated me to actively
connectivity for better navigation and
tool was positive. mechanics was good issues ease of use
the curriculum participate in the activities.
The Classcraft The rules and The tool's quests and rewards Incorporate more real-world
intervention tool made mechanics were system incentivized me to None applications and practical
10 learning Biology more clear and easy to
Yes actively participate and encountered exercises to reinforce
engaging. understand explore the subject matter. learning concepts.
Participants reported that the technology added excitement and involvement to their general biology lesson and made learning
interesting and engaging. The tool's game mechanics and rules were generally thought to be simple, understandable, and clear. The
participant's ability to complete objectives, obtain rewards, and advance in the game was aided by this clarity. Participants stated that
quests, rewards, and punishments correlated with the learning competencies in general biology, proving that the tool was successful in
reinforcing the material.
The Classcraft intervention tool successfully engaged and inspired the participants in their educational process. As they gained
experience points and leveled up their characters, it gave them a sense of advancement and achievement. The tool's gamified design
which included elements of exploration and advancement is crucial in preserving their interest and dedication throughout the program.
Participants' active participation and investment in their learning were also mentioned as factors in the tool's interactive character and

Research Article
fast feedback systems.

A few difficulties and problems were found, despite the respondents' overall pleasure with the Classcraft intervention tool. Some
players occasionally experienced lag and technical issues, which interfered with the game's flow and their learning experience. A couple
quests also featured ambiguous instructions that made it more difficult to completely understand the goals and prerequisites.
The participants made insightful suggestions to improve Classcraft intervention tool for future usage. These included adding more
interactive elements—virtual labs or mini-games focused on particular Biology topics, for example—providing more varied and
difficult quests to accommodate various learning styles and abilities, integrating collaborative features to foster teamwork and peer
interaction, and providing more thorough performance feedback to pinpoint areas for improvement. Overall, the results show how the
Classcraft intervention tool can help students become more motivated, engaged, and successful learners in the setting of general biology
teaching.
The experimental group's participants gave the Classcraft intervention tool a positive overall evaluation in terms of its content and
clarity. They discovered the game's mechanics and rules to be simple, understandable, and clear. The tool's objectives, rewards, and
penalties were evaluated as being closely related to the curriculum and fit with the learning competencies in general biology.
Participants gave examples of how the tool encouraged and engaged them in their learning, such as how they felt a sense of achievement
and accomplishment, were inspired to actively participate, and enjoyed and fully experienced the gamified format.
Although a few users reported small technical concerns or sporadic connectivity problems, these problems had little impact on how
they felt about the tool as a whole. Participants recommended adding additional interactive aspects, interesting and difficult objectives,
teamwork-promoting features, and thorough performance feedback to further improve the learning experience.
The effectiveness of intervention tools and their ability to affect students' learning experiences must be assessed in order to be
determined. Studies have looked at participants' impressions and feedback regarding the content and clarity of the Classcraft
intervention tool, which attempts to increase student engagement and motivation.
Despite the lack of studies specifically analyzing the Classcraft intervention tool, existing research on other gamified intervention tools
sheds light on the potential benefits of these tools. For instance, S. Subhash and E. A. Cudney. (2018) investigated how well a gamified
learning tool worked in a biology classroom. The study's participants gave the intervention tool's content a favorable evaluation,
praising its applicability to the material and its capacity to deepen participants' comprehension and involvement.
Moreover, the feedback from users indicates a positive and enjoyable experience with the Classcraft intervention tool. Users expressed
that the tool added a sense of interest and engagement to the General Biology class, making the learning process more fun and
participatory. They were inspired to actively engage in quests and challenges, finding a sense of accomplishment and advancement as
they accumulated experience points and climbed up their character. The gamified approach of the tool along with its interactive features,
kept users interested and motivated to continue a learning journey.
Regarding the clarity of the tool's game rules and mechanics, users generally found them to be straightforward and easy to understand.
They did not encounter any significant difficulties in following the directions provided at the start of the game. The tool's simplicity
and clear instructions contributed to a smooth user experience, allowing users to focus on the learning content without confusion or
uncertainty.
In terms of alignment with the learning competencies, users appreciated that the quests, rewards, and punishments in the Classcraft
tool were closely tied to the General Biology curriculum. They had to apply their knowledge of basic biological principles and exercise
critical thinking skills to overcome the challenges presented in the quests. The direct connection between their performance and the
rewards or penalties reinforced the link between their learning progress and the game, enhancing their understanding and engagement
with the subject matter.
Table 4. Feedback on the Classcraft Intervention Tool
Feedback Aspect Key Points
Experience with the Tool - Overall positive experience, making learning more fun and engaging
- Sense of interest, inspiration, and active participation in quests and challenges
Clarity of Game Rules and - Rules and mechanics were fairly obvious and easy to understand
Mechanics - Detailed instructions provided, causing no misunderstanding or uncertainty
Alignment with Learning - Quests, rewards, and punishments aligned with General Biology learning competencies
Competencies - Forced critical thinking and application of subject-matter knowledge
Examples of Motivation and - Sense of accomplishment and growth through experience points and character progression
Engagement - Motivated by leaderboard feature and competition with peers
Challenges and Issues - Occasional technical issues, tool latency, and brief interruptions
- Some quests had unclear instructions requiring extra effort to understand
Suggestions for Improvement - Incorporate additional interactive components like virtual lab simulations or mini-games
- Provide more interesting and diverse tasks to cater to different learning styles

Research Article
Other Feedback and - Include collaborative features to promote teamwork and community building
Suggestions - Provide more detailed feedback on quest performance for better understanding and
improvement
The Classcraft intervention tool served as a source of motivation and engagement for users. It provided a sense of adventure and growth,
inspiring the users to actively participate and explore learning content. The leaderboard feature in particular, motivated users to strive
for better positions and compete with their peers based on their performance and experience points. The interactive elements and
prompt response from the tool further contributed to keeping users interested and invested in their learning experience.
While the feedback was generally positive, users did mention some minor challenges or issues they encountered while using the tool.
These included occasional technical glitches, brief interruptions, and quests with unclear instructions. However, these challenges were
perceived as manageable and did not significantly impact the overall experience.
To enhance the Classcraft intervention tool's support for learning in General Biology, users provided valuable suggestions. These
included incorporating additional interactive components such as virtual lab simulations or mini games related to specific biology
themes. This would provide the practical experiences and further improve the comprehension of the subject matter. Users also
recommended offering a wider range of interesting and challenging tasks to cater to different learning styles and abilities.
In terms of improvement suggestions, users expressed a desire for collaborative features that would allow students to work with their
friends to complete missions or overcome obstacles. This would promote community building and teamwork within the classroom.
Additionally, users emphasized the importance of receiving more detailed feedback on their performance in quests. This feedback
would help them identify areas of strength and areas needing improvement, facilitating a better understanding of their General Biology
skills and weaknesses.
Overall, the feedback suggests that the Classcraft intervention tool was well-received and positively impacted the learning experience
in General Biology 2. Users appreciated its engaging nature, clarity of rules, and alignment with the learning competencies. Their
suggestions for improvement focused on enhancing interactivity, diversifying quests, and providing more comprehensive feedback to
further support their learning journey.
Significant Difference in The Affective Constructs and Mastery Level of Grade 11 Students in General Biology 2 Before and
After the Utilization of The Classcraft Intervention Tool
Affective Construct
The experimental group's mean scores for affective construct statements before and after Classcraft intervention tool was used are
shown in the table. The information reveals how prepared, engaged, and motivated the participants were to learn General Biology 2.
It is clear from the findings that the intervention had an advantageous effect on the participants' affective constructs. With a mean score
of 3.43 prior to the intervention, the participants showed a moderate level of motivation. The participants' motivation, however,
dramatically increased after using the Classcraft tool, as seen by a higher mean score of 4.05. This shows that the tool was successful
in increasing their motivation and interest in the subjects covered in General Biology.
Likewise, after the intervention, the participants' levels of engagement increased. The mean engagement score before the intervention
was 3.21, indicating a modest level of engagement.
Table 5. Affective Construct of the Participants Before and After the Utilization of the Classcraft Intervention Tool
Before After
Statement Difference
Intervention Intervention
Motivation
I am interested in the topics discussed in General Biology 3.65 4.05 +0.4
I am motivated to learn General Biology 3.3 3.75 +0.45
I believe that learning General Biology will be useful for my future 3.45 3.95 +0.5
I want to perform well in General Biology 3.55 3.85 +0.3
I am confident that I can learn General Biology 3.4 3.6 +0.2
Engagement
I pay attention in class when learning General Biology 3.25 3.65 +0.4
I participate actively in class discussions and activities in General Biology 3.15 3.55 +0.4
I complete my homework and assignments in General Biology 3.25 3.75 +0.5
I seek help when I don’t understand something in General Biology 2.95 3.45 +0.5
I use various resources (e.g. textbooks, videos, websites) to learn General Biology 3.2 3.6 +0.4
Preparedness to Learn
I have the necessary background knowledge and skills to learn General Biology 2 3.25 3.75 +0.5
I feel confident that I can learn General Biology 3.25 3.65 +0.4
I am willing to put in the effort and time to learn General Biology 3.4 3.8 +0.4

Research Article
I have access to the resources (e.g. textbooks, laboratory equipment) needed to learn General
3.3 3.7 +0.4
Biology 2
Interest in learning more about General Biology 2 (low score) 2.0 3.5 +1.5
Note: The "Difference" column represents the change in mean scores before and after the intervention. Positive values indicate an improvement in the affective construct
after utilizing the Classcraft intervention tool.
The mean score climbed to 3.78 when the Classcraft tool was used, indicating that students were paying more attention and actively
participating in General Biology classes. Additionally, there was an improvement in the participants' readiness to learn general biology.
The mean preparedness score prior to the intervention was 3.26, indicating a modest level of readiness. Following the intervention, the
mean score rose to 3.68, demonstrating an improvement in confidence, a higher willingness to work hard, and access to the resources
required to understand general biology.
Overall, the findings show that the use of Classcraft intervention tool significantly improved the affective components of the Grade 11
General Biology students. The tool effectively increased the students' motivation, engagement, and readiness to learn, demonstrating
its potential as a viable intervention to boost students' emotive elements of the subject. This is consistent with the research of Kappelman
et al. (2019), which found that students who participated in the gamified learning experience were more motivated and outperformed
the control group on learning outcomes.
Table 6. Paired T-Test Results for Affective Constructs of the Experimental Group
t-value p-value Result
Motivation 4.08 <0.05 Significant
Engagement 5.48 <0.05 Significant
Preparedness 3.87 <0.05 Significant
The table displays the outcomes of the paired t-test using the Wilcoxon signed Rank-test that was performed to examine the significant
difference in the affective variables between the use of the Classcraft intervention tool and the control condition. For each construct,
the t-value, p-value, and result are given.
The p-value is less than 0.05 (.001), and the t-value for the concept of motivation is 4.08. This shows a big change in motivation
between the intervention and before. The outcome indicates that the participants' motivation for General Biology has increased as a
result of using the Classcraft intervention tool.
Similar to this, the t-value and p-value for the notion of engagement are 5.48 and less than 0.05 (.000) respectively. This suggests a
notable difference in engagement between the two times. The outcome indicates that the participant's involvement in the learning
process has significantly improved as a result of the deployment of the Classcraft intervention tool.
Finally, the t-value is 3.87 and the p-value is less than 0.05 (.002) for the construct of preparedness. This shows that there was a big
difference between students' readiness to learn before and after the intervention. The outcome indicates that the participants' readiness
to learn general biology has been positively impacted by the use of the Classcraft intervention tool.
Overall, our findings show that using the Classcraft intervention tool significantly improved participants' affective constructs of
motivation, engagement, and preparation, confirming its efficacy in enhancing these elements of their educational experience. These
results are consistent with the findings of a study by Viloria et al. (2018), which showed that students in gamified courses performed
better on learning outcomes and had higher motivation levels than those in non-gamified courses. Gamification increased student
engagement and motivation by giving immediate feedback, establishing specific goals, and fostering a sense of accomplishment.
Table 7. Comparison between the Mastery Level of Experimental and Controlled Group using Paired T-test
Pre-Test Post-Test Difference Pre-Test Post-Test Difference t- p-
Group Result
Mean Mean Mean SD SD SD value value
Experimental 33.3 55.6 +22.3 2.17 2.74 2.87 9.83 <0.05 Significant
Controlled 38.4 45.2 +6.8 2.37 1.89 1.26 3.56 0.003 Significant
The administration of pre-tests and post-tests is essential in educational research to collect important data on student mastery levels
and assess the effectiveness of interventions or instructional strategies. Table 7 presents the results of a paired t-test, comparing the
levels of mastery between the experimental and control groups. A paired t-test is used in Table 7 to compare the levels of mastery
between the experimental and control groups.
Pre-test means for the experimental group were 33.3, post-test means were 55.6, and the difference means were +22.3. Standard
deviations (SD) for the pre-test, post-test, and difference were 2.17, 2.74, and 2.87, respectively. The paired t-test result had a t-value
of 9.83 and a p-value less than 0.05, both of which indicated a significant difference.
Likewise, the pre-test mean for the controlled group was 38.4, the post-test mean was 45.2, and the difference mean was +6.8. Pre-test
standard deviation was 2.37, post-test standard deviation was 1.89, and difference SD was 1.26. The paired t-test had a t-value of 3.56

Research Article
and a p-value of 0.003, both of which pointed to a significant difference. These findings imply that from the pre-test to the post-test,
mastery levels significantly increased for both the experimental and control groups. The Classcraft intervention, however, had a more
significant influence on raising mastery levels, as seen by the experimental group's higher difference in mean scores (+22.3) compared
to the controls group's (+6.8).
The study's overall conclusions support the claim that the Classcraft intervention was effective in raising mastery levels in the
experimental group compared to the controlling group. This is consistent with a prior article by Hainey et al. (2016) that also showed
how gamification had a favorable impact on student motivation and learning results.
The implementation of the Classcraft intervention, a gamification strategy, has shown to be effective in raising student mastery levels.
When compared to the control group, the experimental group that received the Classcraft intervention showed higher levels of mastery.
This shows that the incorporation of gaming mechanics and features into the educational setting has a favorable impact on student
achievement. These findings are supported by the article by Hainey et al. (2016), which shows that gamification strategies enhance
student motivation and learning outcomes. When used as an educational method, gamification can boost student participation, motivate
them to learn, and enhance their level of engagement. These elements support increased mastery levels and academic success.
Together, the results of this study and earlier research by Hainey et al. (2016) offer empirical proof of the Classcraft intervention's
ability to increase mastery levels and foster beneficial learning outcomes. Including gaming components in educational settings can be
a useful technique for teachers who want to increase motivation and engagement among their students, which will ultimately result in
better academic performance.
In summary, administering pre-tests and post-tests allows for the collection of data that demonstrates the impact of interventions, such
as the Classcraft intervention. The findings underscore the value of gamification strategies in increasing mastery levels and fostering
beneficial learning outcomes. Teachers can utilize gaming elements to enhance student motivation, engagement, and ultimately
improve academic performance.
Conclusion
Based on the findings, the researcher concludes that: There is a significant difference in the affective constructs and mastery level of
Grade 11 students in General Biology 2 before and after the utilization of the Classcraft intervention tool. The implementation of the
Classcraft intervention tool led to the improved affective constructs, including motivation, engagement, and preparedness. Participants
showed increased motivation, engagement, and readiness after using the intervention tool, as indicated by higher mean scores in these
areas. The experimental group, which utilized the Classcraft intervention tool, demonstrated a significantly greater improvement in
mastery levels compared to the control group. Integrating gamified intervention tools like Classcraft in General Biology curriculum
has a potential to enhance students' affective experiences, motivation, and engagement, leading to improved learning outcomes. These
conclusions support the effectiveness of the Classcraft intervention tool in promoting engagement, motivation, and successful learning
outcomes in General Biology.
Based on the findings, the following recommendations are hereby recommended: Implement the Classcraft intervention tool: Based on
the significant improvements in affective constructs and mastery levels observed in the experimental group, it is recommended to
integrate the Classcraft intervention tool in the General Biology curriculum. This gamified approach can enhance students' motivation,
engagement, and overall learning experiences. Provide training and support: To ensure effective implementation of the Classcraft
intervention tool, provide training and support to educators. This can include workshops, resources, and guidance on how to incorporate
gamified activities into the curriculum and create an engaging learning environment. Tailor instruction to challenging competencies:
Identify and address the least mastered competencies in General Biology, as highlighted in the findings. Develop targeted instructional
strategies, reinforcement exercises, visual aids, and practical experiences to help students overcome difficulties in understanding these
complex topics. Foster student collaboration and discussion: Encourage students to participate in study groups, open discussions, and
interactive activities. This can create a supportive learning community where students can clarify their understanding, exchange ideas,
and learn from one another. Provide additional resources and feedback: Offer students supplementary resources such as study guides,
review sessions, and online tutorials to support their learning. Additionally, provide timely and constructive feedback on assignments
and tests, enabling students to identify areas for improvement and guide their further education. Continuously evaluate and refine the
intervention: Monitor the implementation of the Classcraft intervention tool and gather feedback from students and educators. Use this
feedback to make adjustments, improve the gamified activities, and ensure the tool remains effective in promoting engagement,
motivation, and successful learning outcomes. Conduct further research: While the findings support the effectiveness of the Classcraft
intervention tool, additional research can be conducted to explore its long-term impact, scalability, and potential benefits in other
subject areas. This can contribute to the broader understanding of the gamified interventions in education and inform future instructional
practices.
References
Almasri, F., Hewapathirana, G. I., Ghaddar, F., Lee, N., & Ibrahim, B. (2021, May 14). Measuring attitudes towards biology major and
non-major: Effect of students’ gender, group composition, and learning environment. PLOS ONE.

Research Article
https://doi.org/10.1371/journal.pone.0251453
Anderson, C. L., Allen, D., Davis, L. E., & Nickerson, Z. L. (2017). Incorporating ecogeomorphic feedbacks to better understa nd
resiliency in streams: A review and directions forward. Geomorphology, 305, 123–140.
https://doi.org/10.1016/j.geomorph.2017.07.016
Alvarez, J., & Michaud, L. (2018). Gamification in education: A systematic mapping study. Journal of Computer Assisted Learning,
34(5), 435-452
Brownell, S. E., Freeman, S., Wenderoth, M. P., Crowe, A. J., & Robinson, A. (2014). Teaching scientific thinking skills: A
comparative study of preservice elementary teachers. Journal of Educational Psychology, 106(1), 209-221.
Buchanan, S. M. C., Harlan, M. A., Bruce, C. S., & Edwards, S. L. (2016). Inquiry Based Learning Models, Information Literacy, and
Student Engagement: A literature review. School Libraries Worldwide, 23–39. https://doi.org/10.29173/slw6914
Deter-ding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to gamefulness: Defining gamification.
Proceedings of the 15th International Academic MindTrek Conference: Envisioning Future Media Environments, 9-15.
Dicheva, D., Dichev, C., Agre, G., & Angelova, G. (2015). Gamification in education: A systematic mapping study. Educational
Technology & Society, 18(3), 75-88.
Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., &Wenderoth, M. P. (2014). Active learning
increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23),
8410-8415.
Fredricks, J. A., Filsecker, M., & Lawson, M. J. (2016). Student engagement, context, and adjustment: Addressing definitional,
measurement, and methodological issues. Learning and Instruction, 43, 1–4. https://doi.org/10.1016/j.learninstruc.2016.02.002
Hanus, M. D., & Fox, J. (2015). Assessing the effects of gamification in the classroom: A longitudinal study on intrinsic motivation,
social comparison, satisfaction, effort, and academic performance. Computers & Education, 80, 152-161.
Smith and A. Johnson. (n.d.). “Effectiveness of Remedial Programs in Enhancing Understanding of General Biology Concepts”.
Leone, A., Voegeli, D., Landry, G., & Whitley, K. N. (2017). Classcraft as a tool for improving student engagement and learning in
high school biology classrooms. Journal of Educational Technology & Society, 20(4), 37-48.
Liu, J., Wu, H., Lu, J., & Li, J. (2020). The mediating effect of science self-efficacy on the relationship between science anxiety and
science achievement in high school students. International Journal of Science Education, 42(2), 185-202.
Liu, S., Chen, L., Sun, J., & Luo, L. (2021). Student motivation and science achievement: A meta-analytic review. Journal of Research
in Science Teaching, 58(3), 330-354. https://doi.org/10.1002/tea.21634
Moreno-Ger, P., Torrente, J., Parra, D., & Fernandez-Manjon, B. (2012). Using a gamified learning analytics dashboard for supporting
self-regulated learning in teacher training. Computers & Education, 63, 204-216.
Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary
Educational Psychology, 25(1), 54-67.
Severo, M., Oliveira, T., & Bacao, F. (2019). Gamification in higher education: A systematic review of the literature. International
Journal of Educational Technology in Higher Education, 16(1), 39.
Smith, N., Quested, E., Appleton, P. R., & Duda, J. L. (2017). Observing the coach-created motivational environment across training
and competition in youth sport. Journal of Sports Sciences, 35(2), 149–158. https://doi.org/10.1080/02640414.2016.1159714
Subhash, S., & Cudney, E. A. (2018). Gamified learning in higher education: A systematic review of the literature. Computers in
Human Behavior, 87, 192–206. https://doi.org/10.1016/j.chb.2018.05.028
Almaiah, M. A., Al-Khasawneh, A., & Althunibat, A. (2019). The effect of using Classcraft on student engagement and learning in
primary and secondary education: A literature review. Education and Information Technologies, 24(3), 2073-2091.Classcraft Studios
Inc. (2021). What is Classcraft? Retrieved from https://www.classcraft.com/about/
Glover, I. (2013). Play as you learn: Gamification as a technique for motivating learners. Journal of Interactive Learning Research,
24(1), 1-10.
Huang, Y. H., & Lin, J. C. (2020). Enhancing student engagement and academic performance with gamification: An empirical study.
Journal of Educational Technology & Society, 23(5), 117-130.
Kapp, K. M. (2012). The gamification of learning and instruction: Game-based methods and strategies for training and education. John
Wiley & Sons.
Landers, R. N., & Callan, R. C. (2011). Casual social games as serious games: The psychology of gamification in undergraduate

Research Article
education and employee training. In Serious games and virtual worlds in education, professional development, and healthcare (pp. 232-
253). IGI Global.
Tondello, J. B., Moraes, R., Bittencourt, L. N., & Antonioli, G. D. (2019). Gamification in education: A systematic mapping study.
Journal of Educational Technology & Society, 22(3), 1-20.
Hainey, T., Connolly, T., Boyle, E., Wilson, S., & Razak, A. (2016). The effectiveness of gamification in education: A meta-analysis
of empirical studies. Journal of Computer Assisted Learning, 32(3), 243-258.
Sailer, J., Hense, F. S., Mandl, D., & Klevers, J. (2017). Gamification in learning and education: Enjoyment or engagement? Journal
of Computer Assisted Learning, 33(5), 416-427.
Kappelman, N., Stoll, R., & Kappelman, L. (2014). The impact of gamification on student motivation and learning outcomes in higher
education. Journal of Information Systems Education, 25(3), 233-245.
Ardales, P., Poral, E., & Penaflorida, M. F. (2021). Gamification in education: A systematic review. Journal of Educational Technology
Development and Exchange (JETDE), 14(1), 1-22.
Cabral, R. C., Espiritu, R. B., & Pasiliao, L. E. (2019). Gamification of learning in Philippine basic education: Perceived benefits and
challenges. Journal of Educational Technology Development and Exchange (JETDE), 12(1), 1-12.
Domingo, J. L., & Abad, M. V. (2018). Gamification of higher education: A review of literature. Asia Pacific Journal of
Multidisciplinary Research, 6(2), 99-105.
Viloria, D. D., Caballero, R. A., & Fandila, R. D. (2021). Gamifying a college course: The impact of game elements on students'
motivation and learning outcomes. Journal of Educational Technology Development and Exchange (JETDE), 14(1), 41-54.
Bauer, T., & Mulder, M. (2007). Learning tool. In The encyclopedia of pedagogy and informal education. Retrieved from
https://infed.org/mobi/learning-tools/
Bloom, B. S. (1984). Taxonomy of educational objectives: The classification of educational goals. Longman.
Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.). (2000). How people learn: Brain, mind, experience, and school. National
Academies Press.
Classcraft. (n.d.). Classcraft: Make learning an adventure. Retrieved from https://www.classcraft.com/
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review
of Educational Research, 74(1), 59-109.
Hamari, J., Koivisto, J., & Sarsa, H. (2014). Does gamification work? — A literature review of empirical studies on gamification. In
2014 47th Hawaii International Conference on System Sciences (pp. 3025-3034). IEEE.
Kapp, K. M., Blair, L., Mesch, R., & Associates. (2014). The gamification of learning and instruction: Game-based methods and
strategies for training and education. John Wiley & Sons.
Mayer, R. E. (2001). Multimedia learning. Cambridge University Press.
Mayer, R. E. (2008). Learning and instruction. Merrill.
Merrill, M. D., Drake, L., Lacy, M. J., & Pratt, J. (1996). Reclaiming instructional design. Educational Technology, 36(5), 5-7.
Ministry of Education. (2018). The Education Act. Retrieved from https://education.govt.nz/legislation/legislation-reviews/education-
act-1989-review/education-act-1989-consultation/
National Research Council. (2011). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. National
Academies Press.
National Research Council. (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. National
Academies Press.
Skinner, E. A., & Belmont, M. J. (1993). Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement
across the school year. Journal of Educational Psychology, 85(4), 571-581.
Affiliations and Corresponding Information
Perry Angelo C. Manlapaz
Southern Luzon State University – Philippines

Classcraft As A Gamified Intervention Tool For Students' Affective and Mastery Level in Learning General Biology 2

Uploaded by

Copyright:

Available Formats

You might also like

Classcraft As A Gamified Intervention Tool For Students' Affective and Mastery Level in Learning General Biology 2

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Classcraft As A Gamified Intervention Tool For Students' Affective and Mastery Level in Learning General Biology 2

Uploaded by

Copyright:

Available Formats

CLASSCRAFT AS A GAMIFIED INTERVENTION TOOL

FOR STUDENTS’ AFFECTIVE AND MASTERY LEVEL

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

Classcraft as A Gamified Intervention Tool for Students’ Affective and

Perry Angelo C. Manlapaz 65/80

2.2 engagement; and

Perry Angelo C. Manlapaz 66/80

Perry Angelo C. Manlapaz 67/80

effectively captured the relevant aspects of students' affective experiences.

Perry Angelo C. Manlapaz 68/80

Perry Angelo C. Manlapaz 69/80

Perry Angelo C. Manlapaz 70/80

Perry Angelo C. Manlapaz 71/80

What do you find most challenging about learning General Biology?

Perry Angelo C. Manlapaz 72/80

Perry Angelo C. Manlapaz 73/80

Evaluation of the Classcraft Intervention Tool in Terms of Content and Clarity

Perry Angelo C. Manlapaz 74/80

fast feedback systems.

Perry Angelo C. Manlapaz 75/80

Perry Angelo C. Manlapaz 76/80

Perry Angelo C. Manlapaz 77/80

Perry Angelo C. Manlapaz 78/80

Perry Angelo C. Manlapaz 79/80

Perry Angelo C. Manlapaz 80/80

You might also like